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The International Journal of Educational Research is an international peer-reviewed academic journal covering educational research. It was established in 1977 as Evaluation in Education: International Progress, and it was renamed Evaluation in Education in 1979. It obtained its current title in 1986.
Crux Mathematicorum; Educational Studies in Mathematics; International Journal of Science and Mathematics Education; Journal for Research in Mathematics Education
SALIS Journal of Information Management and Technology - SJIMT. (Pub: Society for the Advancement of Library and Information Science). Half-yearly. ISSN 0975-4105. [22] SALIS Journal of Library and Information Science - SJLIS: an International Journal. (Pub: Society for the Advancement of Library and Information Science). Half-yearly. ISSN ...
Indian Journal of Pharmaceutical Education and Research; International Journal of Comparative Education and Development; International Journal of Educational Research; International Journal of Educational Technology in Higher Education; International Journal of Learning and Media; International Journal of Mentoring and Coaching in Education
This page lists peer-reviewed academic journals in educational psychology and closely related fields.. Academy of Management Learning & Education; American Journal of Distance Education
The Journal of Research in International Education is a triannual peer-reviewed academic journal covering the field of education. The editor-in-chief is Mary Hayden (University of Bath). It was established in 2002 and is published by SAGE Publications.
The International Association for the Evaluation of Educational Achievement (IEA) is an independent, international cooperative of national research institutions and governmental research agencies. It conducts large-scale comparative studies of educational achievement and other aspects of education.
The association's original publication, the Journal of Educational Research, began in 1919. The ability of education research to provide guidance for education practitioners was a struggle throughout the association's beginnings, with only ambiguous known relationships between testing and learning outcomes.